360 Video – Symposium
In the headsets at the symposium I played this footage of Elliot’s room, it was to showcase an immersive alternative to the footage Elliot showed previously to show how these technologies can create an immersive environment 
Watching this on a phone with youtube app allows use you to watch in 360 degrees (When you move your phone the focus point moves with it.
Also, allows you to watch in VR Headset if watched through youtube app on phone.
3D modeling software to create virtual artifacts
Screenshots of 3D models I made through photogrammetry application ‘TRNIO’ for the video in the symposium during my presentation. These were the objects Elliot used to show his connection between himself, the objects and the space he dwells and I used them as artifacts for the purpose of my project.
Final Abstract
The Museum of the Future
Emerging technologies in the spatial experience of culture and heritage.
The immediate aim of my project is to explore opportunities for education and transformative experience, through emerging digital technologies, in the context of the museum. I want to address the problem with traditional educational methods and show how an experience triggers an audience to connect with information that is of importance to be taught through kinesthetic learning. Experiences can be created through immersive blended technologies including projection or projection mapping, Virtual Reality (VR) and Augmented Reality (AR). My research is exploring the benefits of these blended technologies as interactive educational platforms and how they can be used in an exhibition space, specifically museums – and how they are used to enhance a person’s response to information or connectivity to the content displayed.
This research integrates emerging digital technologies with museum based education strategies to construct new teaching platforms that enhance learning experiences. It proposes that creating dynamic opportunities for interaction between learner and content via technology can assist in creating connection and memory.
3D mapping
My cousin and I went and took aerial footage from his valley where they live. We created a 3D model with his drone and the sensor that is built into it. The program that allowed us to view and the 3D model was called 3D Mapping. this was the process of creating a virtual environment in response to the idea of preserving artifacts and environments I set out to argue in my research document.
Book – Museum Ideas: Innovation in Theory and Practice _2nd Reading
Chapter: Digital
Technology: Catalyst for change in museums
Author: Robert Stein
Pg. 112
This reading mainly talked about how the environment within museums are changing due to the accessibility and growth of technology in this age. The turnover of installations will likely become more rapid as it can be made in technology rather than physical form will shorten down time of production of an installation. this may lead to further learning successes with more output and turnover throughout a museum space…
Book – Museum Ideas: Innovation in Theory and Practice
Chapter: ‘Learning’
Youth Engagement today: Building tomorrow’s audience
Author: Jean Franczyk
Pg. 305
Bringing you together to work on an exhibition about the human anatomy – scientific studies of the human. Biomedical science particularly brain science and genetics. The purpose was to create opportunity to put a ‘youth engagement strategy’ into practice.
How it worked-
Recruited out of school youth: 9 girls and 4 boys from across London aged between 13 and 16 years old. They would then learn to create animations and signs for the displays over 12 Saturdays which they also explored the latest biomedical research, select a topic for their on-gallery display, interview scientists as well as working with designers and content experts.
“The group brought objects from older collections to life and their choices of contemporary objects led to new acquisitions. By combining digital content with traditional textual, visual and tangible objects, they created an innovative display that opened up fresh and unexpected routes into the content.”
The strategy:
- Increased confidence, skill and enjoyment
- Engaged participants in a challenging project that lived up to its promise to integrate their voices into a major exhibition.
- Increased the participants’ experience of science and the science museum, with attitudes towards science changing markedly and positively.
Week 4 Friday 24/03/17 review
After presentations shared by the class we had quick feedback sessions between each presentation. For my makings the feedback was based around what these technologies can be used to create..
Ideas that came about:
- Storytelling
- teaching
- Creating atmosphere
- Looking into ‘New Museology’
Book: Narrative Spaces
Narrative Spaces: On the art of exhibiting
Herman Kossmann, Suzanne Mulder, Frank den Oudsten.
The Practice of Design; Between knowing and experiencing, Herman Kossmann, Pg 100…
- Without the transformation of someones thinking – not much of the narrative will be remembered.
- If it’s touching – produces experience that will last for a long time.
- Needs to provide more than just an ‘experience’.
- Should address intellect, learning and understanding – or ‘knowing’.
- Experience has predominantly subjective nature – Emotions and associations being triggered.
- Understanding and knowing root in reflection; they are aimed at thinking, conceptualising and interpreting, and are more of an abstract nature.
- ‘Experience’ and ‘knowing’ are two dimensions of insight – mutually influence each other.
- How to address both??
- Finding balance between ‘cognitive’ and ‘Sensory’ experience.
Found Abstract ‘relating’ to my research.
Reading: A Space for ‘Thinking Differently’
A Space for ‘Thinking Differently’: Learning and Teaching Practical Theology in Non-confessional Settings.
Abstract:
This article develops a context-specific approach to learning and teaching of Practical Theology in non-confessional settings in higher education. Where Practical Theology is not linked to ministerial training and exclusively Christian discipleship, the first task is to redefine its purpose for a diverse body of students and staff of all faiths and none. The classroom is conceived here as a space for ‘thinking differently’ in dialogue with alterity about contemporary issues in lived religion with the aim of shaping ethically engaged habitus. This is framed as the process of ‘becoming divine’ through self-transcendence and active contribution to this-worldly transformation. Underlying this approach is a theological anthropology of the human subject as fragment which is open to the future. The use of autoethnography is explored as a method for narrative identity formation which complements and is complemented by engagement with public debate. The non-confessional setting draws attention to fluid identities beyond the binary of ‘church’ and ‘world’, and to issues of pluralism in identity formation. Finally, questions arise regarding the role of the educator and the management of their own ‘confession’.
Author: Stuerzenhofecker, Katja
WMT400 